“Digital Learning” courses are the second batch of undergraduate general education curriculums of South China University of Technology. It started in September 2014 for the whole university, and blended teaching reform was carried out simultaneously. Based on the constantly changing learning situation and outstanding problems, we conducted ARCS-based, task-driven online and offline blended teaching research. After six iterations, we formed a flipped classroom teaching model, supported by MOOC-inside SPOC and intelligent teaching tools, with the ARCS learning motivation model as the design framework. We've achieved fruitful and applaudable results by applying this model to teaching, making the students highly recognize the courses.
{"title":"Task-Driven Online and Offline Blended Teaching Practice Based on ARCS Model","authors":"Fang Lu, Bo Li, Hongji Zhan, Guang Liu, Xiaolin Ma, Guang Yu","doi":"10.1109/ISET55194.2022.00035","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00035","url":null,"abstract":"“Digital Learning” courses are the second batch of undergraduate general education curriculums of South China University of Technology. It started in September 2014 for the whole university, and blended teaching reform was carried out simultaneously. Based on the constantly changing learning situation and outstanding problems, we conducted ARCS-based, task-driven online and offline blended teaching research. After six iterations, we formed a flipped classroom teaching model, supported by MOOC-inside SPOC and intelligent teaching tools, with the ARCS learning motivation model as the design framework. We've achieved fruitful and applaudable results by applying this model to teaching, making the students highly recognize the courses.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133792385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At present, augmented reality (AR) technology is increasingly used in the field of education. At the same time, the input of early childhood education to infant language learning is also increasing. Therefore, more and more attention has been paid to the research on the combination of the two. And children's reading ability is a very important content in children's language learning. But there are few studies on augmented reality and young children's reading ability. This research designed and produced an AR story reading software, including original story content. Compared with traditional story reading, AR reading is more interesting and interactive. In the specific research on the relationship between augmented reality and children's autonomous reading ability. This research compared AR story reading with electronic story reading. The results show that by reading AR storybooks, children can have stronger learning motivation, better flow experience and better feedback on some aspects of academic performance.
{"title":"The Influence of AR Storybook on Preschool Children's Autonomous Reading Ability","authors":"Guodong Yang, Yuanyuan Chen, Yayi Chen, Xiaodong Wei","doi":"10.1109/ISET55194.2022.00063","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00063","url":null,"abstract":"At present, augmented reality (AR) technology is increasingly used in the field of education. At the same time, the input of early childhood education to infant language learning is also increasing. Therefore, more and more attention has been paid to the research on the combination of the two. And children's reading ability is a very important content in children's language learning. But there are few studies on augmented reality and young children's reading ability. This research designed and produced an AR story reading software, including original story content. Compared with traditional story reading, AR reading is more interesting and interactive. In the specific research on the relationship between augmented reality and children's autonomous reading ability. This research compared AR story reading with electronic story reading. The results show that by reading AR storybooks, children can have stronger learning motivation, better flow experience and better feedback on some aspects of academic performance.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116711977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00014
Hesiqi Bin, Yi Zhang, Zhiliang Zhu, Yuru Lin, Yuanyuan Zhan, Jingsi Ma
The ability to solve scientific research problems is an important ability that undergraduates need to have, and the learning methods in the smart classroom environment are also more intelligent and diversified. This study proposes a collaborative mind mapping strategy based on interactive intelligent panels, including 1. mind map support teaching; 2. collaborative mind map drawing; 3. group report presentation. In order to explore the application effect of this strategy in the course “Research Methods in Educational Technology ”., this study selected a sophomore class to conduct a one-group pre-test-posttest experiment. The research results show that the application of a collaborative mind mapping strategy can significantly improve college students' scientific research problem-solving ability and academic achievement, and can also reduce college students' learning anxiety in the learning process.
{"title":"Research on the Influence of Collaborative Mind Mapping Strategy in Smart Classroom on College Students' Scientific Research Problem-Solving Ability and Learning Anxiety","authors":"Hesiqi Bin, Yi Zhang, Zhiliang Zhu, Yuru Lin, Yuanyuan Zhan, Jingsi Ma","doi":"10.1109/ISET55194.2022.00014","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00014","url":null,"abstract":"The ability to solve scientific research problems is an important ability that undergraduates need to have, and the learning methods in the smart classroom environment are also more intelligent and diversified. This study proposes a collaborative mind mapping strategy based on interactive intelligent panels, including 1. mind map support teaching; 2. collaborative mind map drawing; 3. group report presentation. In order to explore the application effect of this strategy in the course “Research Methods in Educational Technology ”., this study selected a sophomore class to conduct a one-group pre-test-posttest experiment. The research results show that the application of a collaborative mind mapping strategy can significantly improve college students' scientific research problem-solving ability and academic achievement, and can also reduce college students' learning anxiety in the learning process.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122434142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00027
Yongpeng Cui, Jixin Wang, Quan Zhou, Yingying Lin
Despite the increasing popularity of online learning communities, very little is known about K12 teachers' intrinsic and extrinsic motivations that influence their continuance intention and behavior of online learning communities. To understand K12 teachers' continuance intention and behavior toward online learning communities in their professional development, this study integrates the theories of planned behavior and self-determination to build a research model of factors affecting teachers' continuance intention and behavior toward online learning communities. This study tested the model through empirical research. The researchers conducted an online questionnaire survey and eventually collected 309 valid samples. Data analysis is made by structural equation model (SEM) The results indicate that the proposed theoretical model provided a deep understanding of teachers' continuance intention and behavior towards online learning communities. The findings from this study suggest that teachers' continuance intention toward online learning communities are significantly affected by attitude, perceived behavioral control and satisfaction. Furthermore, competence and relatedness significantly affects satisfaction. In addition, teachers' behavior is significantly influenced by continuance intention and satisfaction. The implications for practice are also discussed in this study.
{"title":"Understanding K12 Teachers' Continuance Intention and Behavior toward Online Learning Communities","authors":"Yongpeng Cui, Jixin Wang, Quan Zhou, Yingying Lin","doi":"10.1109/ISET55194.2022.00027","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00027","url":null,"abstract":"Despite the increasing popularity of online learning communities, very little is known about K12 teachers' intrinsic and extrinsic motivations that influence their continuance intention and behavior of online learning communities. To understand K12 teachers' continuance intention and behavior toward online learning communities in their professional development, this study integrates the theories of planned behavior and self-determination to build a research model of factors affecting teachers' continuance intention and behavior toward online learning communities. This study tested the model through empirical research. The researchers conducted an online questionnaire survey and eventually collected 309 valid samples. Data analysis is made by structural equation model (SEM) The results indicate that the proposed theoretical model provided a deep understanding of teachers' continuance intention and behavior towards online learning communities. The findings from this study suggest that teachers' continuance intention toward online learning communities are significantly affected by attitude, perceived behavioral control and satisfaction. Furthermore, competence and relatedness significantly affects satisfaction. In addition, teachers' behavior is significantly influenced by continuance intention and satisfaction. The implications for practice are also discussed in this study.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122341279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00054
Qingtang Liu, Shiyao Gou, Jingjing Ma, Shufan Yu, Yating Song
The outbreak of COVID-19 promotes the development of online learning. Micro-video course has become the mainstream learning resource of online learning because of its concise theme, strong pertinence and vivid content. However, there are few researches on feedback strategy of micro-video course in basic education. Based on the principles of multi-media design and ADDIE instructional design model, a micro-video course of robot knowledge was designed in this study. Different feedback strategies(i.e., descriptive feedback (DF), evaluative feedback (EF), suggestive feedback(SF), guiding feedback (GF)) were embedded in the micro-video course. The effects of four feedback strategies on students' learning outcome, cognitive load, and learning motivation were explored through experiment. The results provide some suggestions for the production of basic education micro-video course.
{"title":"The Effect of Different Feedback Strategy on Learning Outcome inMicro-video Course Learning","authors":"Qingtang Liu, Shiyao Gou, Jingjing Ma, Shufan Yu, Yating Song","doi":"10.1109/ISET55194.2022.00054","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00054","url":null,"abstract":"The outbreak of COVID-19 promotes the development of online learning. Micro-video course has become the mainstream learning resource of online learning because of its concise theme, strong pertinence and vivid content. However, there are few researches on feedback strategy of micro-video course in basic education. Based on the principles of multi-media design and ADDIE instructional design model, a micro-video course of robot knowledge was designed in this study. Different feedback strategies(i.e., descriptive feedback (DF), evaluative feedback (EF), suggestive feedback(SF), guiding feedback (GF)) were embedded in the micro-video course. The effects of four feedback strategies on students' learning outcome, cognitive load, and learning motivation were explored through experiment. The results provide some suggestions for the production of basic education micro-video course.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124094893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00050
Minsheng Fan, Jing Liu, T. An
In the era of “Internet +”, it is a trend to apply various information technology and information teaching modes to piano teaching. The sudden outbreak of COVID-19 in 2020 has provided a new opportunity for the construction of a real school curriculum teaching model in the era of “Internet +”. With the help of the thinking and technology in the era of “Internet +”, this paper studies the design principle and teaching mode of piano micro lessons in universities. This paper analyzes the influence of the learning data such as watching times, watching hours and talking times of teaching video on the online platform on the students' piano performance level, and studies the effect of this effect to find out the relationship between them. In order to open up new ways, new links and new processes of piano micro-course teaching, enrich and expand the content of piano teaching, break through and innovate the traditional piano teaching method, realize the upgrade, optimization and reform of piano course resources, and achieve the expected teaching effect.
{"title":"Design and Application of Piano Micro-teaching Mode under the Environment of “Internet +”","authors":"Minsheng Fan, Jing Liu, T. An","doi":"10.1109/ISET55194.2022.00050","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00050","url":null,"abstract":"In the era of “Internet +”, it is a trend to apply various information technology and information teaching modes to piano teaching. The sudden outbreak of COVID-19 in 2020 has provided a new opportunity for the construction of a real school curriculum teaching model in the era of “Internet +”. With the help of the thinking and technology in the era of “Internet +”, this paper studies the design principle and teaching mode of piano micro lessons in universities. This paper analyzes the influence of the learning data such as watching times, watching hours and talking times of teaching video on the online platform on the students' piano performance level, and studies the effect of this effect to find out the relationship between them. In order to open up new ways, new links and new processes of piano micro-course teaching, enrich and expand the content of piano teaching, break through and innovate the traditional piano teaching method, realize the upgrade, optimization and reform of piano course resources, and achieve the expected teaching effect.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126860687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00033
Zhenhua Liu, Minsheng Fan, Binli Wang
In the era of rapid development of new technologies, the field of education is also constantly being sublimated with the help of technological development. With the introduction of technologies such as the Internet, artificial intelligence, virtual reality, cloud computing, and the Internet of Things, learners' learning methods have undergone changes. From the traditional mode of learning based on book knowledge and fixed school professors to the adaptive and personalized learning of learners in a smart environment. The adaptive learning mode in the intelligent environment is more conducive to cultivating people who are independent, individual and adaptable to social development. This paper will discuss the transformation of learning methods supported by new technologies and their advantages. It analyzes and sorts out the modes and paths of intelligent technology-enabled learning methods, and discusses the challenges of education development under the background of technology.
{"title":"Discussion on the Basic Model of Intelligent Technology to Enable the Transformation of Learning Methods","authors":"Zhenhua Liu, Minsheng Fan, Binli Wang","doi":"10.1109/ISET55194.2022.00033","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00033","url":null,"abstract":"In the era of rapid development of new technologies, the field of education is also constantly being sublimated with the help of technological development. With the introduction of technologies such as the Internet, artificial intelligence, virtual reality, cloud computing, and the Internet of Things, learners' learning methods have undergone changes. From the traditional mode of learning based on book knowledge and fixed school professors to the adaptive and personalized learning of learners in a smart environment. The adaptive learning mode in the intelligent environment is more conducive to cultivating people who are independent, individual and adaptable to social development. This paper will discuss the transformation of learning methods supported by new technologies and their advantages. It analyzes and sorts out the modes and paths of intelligent technology-enabled learning methods, and discusses the challenges of education development under the background of technology.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"257 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117352752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00045
Xiaodong Wei, Ji Wang
At present, people pay more and more attention to the educational value of digital games. Digital games attract children's attention by creating a game-based virtual learning environment (VGVLE) to promote children's learning in games. Young children's learning is based on direct experience, in play and in everyday life. Games for children are not only a way of entertainment, but also a way of learning. Letting children learn for a long time will only increase the burden of children's learning so that children learn weariness. Despite the growing interest in digital games, there is little empirical evidence of the effectiveness of this relatively new medium in language education. Therefore, this study is to learn by learning games to prove the validity of the research on how to use the games to improve children's English learning teaching, further reveal the game learning on young children's vocabulary learning and learning effect of literacy through comparing the traditional classroom teaching, exploring the value of the game learning in early childhood education. To this end, we invited 36 children from a public kindergarten in a city to participate in this study. One group of children used game learning to teach, while the other used traditional teaching methods. The results show that using games to learn can significantly enhance the efficiency and quality of children's learning and improve children's interest in learning.
{"title":"An Experimental Inquiry into Early Childhood Language Learning based on Game Learning","authors":"Xiaodong Wei, Ji Wang","doi":"10.1109/ISET55194.2022.00045","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00045","url":null,"abstract":"At present, people pay more and more attention to the educational value of digital games. Digital games attract children's attention by creating a game-based virtual learning environment (VGVLE) to promote children's learning in games. Young children's learning is based on direct experience, in play and in everyday life. Games for children are not only a way of entertainment, but also a way of learning. Letting children learn for a long time will only increase the burden of children's learning so that children learn weariness. Despite the growing interest in digital games, there is little empirical evidence of the effectiveness of this relatively new medium in language education. Therefore, this study is to learn by learning games to prove the validity of the research on how to use the games to improve children's English learning teaching, further reveal the game learning on young children's vocabulary learning and learning effect of literacy through comparing the traditional classroom teaching, exploring the value of the game learning in early childhood education. To this end, we invited 36 children from a public kindergarten in a city to participate in this study. One group of children used game learning to teach, while the other used traditional teaching methods. The results show that using games to learn can significantly enhance the efficiency and quality of children's learning and improve children's interest in learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116854988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In view of the problems existing in current course teaching, this paper puts forward teaching innovation and reform. Goal-problem orientation is to design goal-question around the curriculum knowledge system and organize teaching according to goal-problem in order to promote the effective achievement of the goal. This paper put forward the three combination innovative cultivation system namely before class, class and after class, as well as the combination of online and offline, on and off campus, and the four steps of the classroom teaching case introduction, test results analysis, target problem analysis, review summary, formed “theory, practice, practice - competition” manage real integration teaching system to solve the “target problem” and implement the teaching target.
{"title":"Exploration on the Teaching Practice of “Three Combinations and Four Steps” Based on Goal-Problem Orientation","authors":"Cuihong Yao, Oinxiu Zhang, Yong Wan, Mustapha Mukhtar","doi":"10.1109/ISET55194.2022.00022","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00022","url":null,"abstract":"In view of the problems existing in current course teaching, this paper puts forward teaching innovation and reform. Goal-problem orientation is to design goal-question around the curriculum knowledge system and organize teaching according to goal-problem in order to promote the effective achievement of the goal. This paper put forward the three combination innovative cultivation system namely before class, class and after class, as well as the combination of online and offline, on and off campus, and the four steps of the classroom teaching case introduction, test results analysis, target problem analysis, review summary, formed “theory, practice, practice - competition” manage real integration teaching system to solve the “target problem” and implement the teaching target.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125573302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00061
Junhua Xiao, Qingchun Bai
Although online education can balance educational resources and promote educational equity, it lacks interaction between teachers and learners. AI-based tutor systems may ease the unbalanced distribution of teachers, yet studies rarely examine AI-guided knowledge interaction in online learning as a potential factor in online platforms. To address this research gap, this study examined the experience and critical requirements of knowledge interactive tutor systems. Based on survey experiences and findings, we construct an Intelligent Tutor system (iTutor), a conversational agent tool that uses a real-time stream to enhance the learning experience. Relying on the AI technology, iTutor can build dynamic interactive support for online users' autonomous learning, including guide support, resource support, conversational interactive support, evaluation support, and feedback support. We conduct experiments to evaluate the acceptance, factors, and impact of AI-driven assistant tools in online learning. Results demonstrate that iTutor can affect learners' satisfaction with promoting online interactive feedback. These results highlight the critical factors affecting learners' satisfaction and the design frameworks for improving AI-guided knowledge teaching interaction in online learning.
{"title":"iTutor: Promoting AI Guided Knowledge Interaction in Online Learning","authors":"Junhua Xiao, Qingchun Bai","doi":"10.1109/ISET55194.2022.00061","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00061","url":null,"abstract":"Although online education can balance educational resources and promote educational equity, it lacks interaction between teachers and learners. AI-based tutor systems may ease the unbalanced distribution of teachers, yet studies rarely examine AI-guided knowledge interaction in online learning as a potential factor in online platforms. To address this research gap, this study examined the experience and critical requirements of knowledge interactive tutor systems. Based on survey experiences and findings, we construct an Intelligent Tutor system (iTutor), a conversational agent tool that uses a real-time stream to enhance the learning experience. Relying on the AI technology, iTutor can build dynamic interactive support for online users' autonomous learning, including guide support, resource support, conversational interactive support, evaluation support, and feedback support. We conduct experiments to evaluate the acceptance, factors, and impact of AI-driven assistant tools in online learning. Results demonstrate that iTutor can affect learners' satisfaction with promoting online interactive feedback. These results highlight the critical factors affecting learners' satisfaction and the design frameworks for improving AI-guided knowledge teaching interaction in online learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126115546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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